本研究以行動研究的方法建構「高中物理解題教學模式」。本模式根據本研究提出 的解題教學五大階層：「理解題意（Understanding)」、「提取概念(Retrieve)」、「選擇概念 (Option)」、「反思（Reflection)」、及「應用（Application)」命名爲 URORA。 研究對象爲高雄市某高中二年級學生，實驗組112人，對照組106人。以準實驗研究 的方法比較實施URORA與否對物理解題學習成效的差異性。 行動研究的歷程共分爲四個階段：第一階段爲「建構解題教學階層」，藉由文獻探討 獲得解題教學模式的五大階層，但發現學生應用於物理解題，仍有不足之處；第二階段爲 「建構解題教學元素」，增加解題元素作爲模式的橫座標和解題鷹架，但發現學生仍缺乏解 題的策略；第三階段爲「精煉解題教學模式」，發展解題教學策略，並完成精煉的解題教 學模式；第四階段爲「評鑑解題教學模式」，藉由解題與教學成效的提升，評鑑模式的有 效性。 高中物理解題教學模式可引導學生依循階層性實施解題，促進解題成效，故解題教學 模式亦可視爲學生的「解題模式」。此外，蒐集學生成績作爲前後測分析的資料，發現採 用URORA教學班級的物理成績優於未採用的對照組，建議教師採用具有解題階層、解題 元素的「高中物理解題教學模式」實施教學，而學生則用來輔助解題。

The purposes of this action research were to construct a teaching model of physics problemsolving for senior high school students. The model named URORA after the acronym of five physics problem-solving stages developed in this study, i.e. Understanding, Retrieve, Option, Reflection, and Application. The participants in this study were 11th-grade students enrolled in a Kaohsiung municipal senior high school. For comparing their achievements, 112 participants involved in the experimental group who were taught to solve physics problem with URORA, and 106 participants as the control group who studied under the traditional instruction. The action research proceeded as four phases. First phase, constructing problem- solving instruction stages, established 5 stages of URORA through literature review, but it was not concrete enough for students' applications. Second phase, adding elements of problem-solving instruction, scaffolding students' problem-solving in the classroom, nevertheless, students seemed to lack of problem-solving strategies still. Third phase, elaborating the teaching model of problem-solving, developed the strategies and elaborated the model to assist students' work. Fourth phase, evaluating the teaching model of problem-solving, assessed the effects of the model if students improved their problem-solving abilities. The results show that URORA is not only a teaching model for teachers but also a problemsolving model for students, which may improve students' abilities of physics problem-solving efficiently.